Four Special Children's Picture Books

1. 'Harriet's Hungry Worms' by Marcus Pfister (translated by David Henry Willson)

Not everyone likes worms, but after hearing or reading this wonderful 'eco story', children will! They will be pulled along by the clever story line and as they are, they will learn more about these wonderful creatures.

"Harriet’s nine-hundred-and-eighty-three hungry worms live in a shady corner of her backyard in a big, green box. They spend their days munching on anything from Aunt Tilda’s herbal teabags to the sports pages of Uncle Sam’s paper. Harriet watches and waits, eventually deciding the worms are ‘so BORING’. Until one day, the worms leave Harriet a big surprise … worm wee!"

This is another delightful picture book that tells a story while teaching as well. And as a bonus, you get a set of "Worm Facts" at the end. Did you know there are "...around 3500 species of worms in the world"? And did you know that "...worms breath through their skin?" How cool is that.

Readers aged 2-6 will enjoy this great book. Of course, reading to a 2 yr old will be different than to a 6 year old, but it could be just as engaging.

2. 'One Book Was All It Took' by Wenda Shurety & Illustrated by Amy Calautti

Sometimes finding the right book to read on a rainy day can be difficult. But Violet has a special problem. As a keen reader, how can she find a book she hasn't read before? Ordinarily, I'd say the library. But what if you don't have one in your town?

Violet begins a campaign and writes to the mayor to ask him to do something about it. But, "will anyone read it?" she wonders. She becomes desperate for something to read. She spots a book propping up the dining room table. In desperation, she pulls it out from under the leg to read. This starts a chain reaction. When Dad's breakfast crashes to the floor, he knows it's time to act! They head to the Town Hall and the mayor.

Her quest, with her Dad's help leads to an interesting outcome, with twists and turns along the way. The book offers a great insight into how advocacy can lead to action, and sometimes can have great outcomes. A wonderful read-aloud book for children 3-6 years. Children 6-7 years will also enjoy reading it themselves.

3. 'This is My Dad' by Dimity Powell & Illustrated by Nicky Johnston

'This is My Dad' celebrates families of all shapes and sizes in a heartfelt, beautifully illustrated story that parents and carers will love sharing with their children. 

"Leo loved Show and Tell, but when his teacher, Miss Reilly, announced the topic, Leo's tummy belly-flopped."

His classmates can’t wait but all Leo can think is … "how can I celebrate someone I’ve never met?" Leo is an only child who lives with his mother. He has never known his Dad, nor had someone like a Dad in his life. He tries to find out more about his Dad, then decides he already has someone who is VERY special to him. His Mother! He decides to tell them about her. This is a timely book given the diversity of families in children's lives, with 25% of British children living with one parent.

4. 'Violin & Cello' Written by Catherine Greer, Illustrated by Joanna Bartel & music by Alexander Lau

I love this book! 

"In a tall apartment tower two busy families live side by side. A calico cat played on one balcony. A garden grew on the other. Someone played a violin... and someone played a cello. But the musicians never met."

The children can hear each other person playing, but neither knows who it is and what they are like. Till one day, the violinist sends a message by paper airplane. A duet is born from their paper plane exchanges, and one day it is played, each on their own balcony. A crowd gathers in the street to listen and marvel. And from this the mystery friends become real friends.

Award-winning Australian composer, Alexander Lau, composed an original duet for violin and cello, ‘The Mystery Friends’. The score for the allegro and adagio movements are printed in the book. This beautiful composition is simple enough to be played by young cellists and violinists.

What an inspirational idea for a story, but one that offers even more!

 

Using Music and Songs to Improve Literacy

Above: Courtesy 'Cottage by the Sea'

I have commented previously on the power of music to help children to acquire a love of language and literacy (see my piece on rap music). I have also made reference to students who while reluctant writers have wanted to compose music (here). But might music have a more direct role to play in literacy acquisition. First Grade teacher Becky Iwasaki thinks so and has used music to great effect in her classrooms as reported in the October 2013 edition of 'The Reading Teacher'.

The authors of the article in 'The Reading Teacher' cite research that found that struggling students improved their reading ability as a result of regular repeated singing and reading of songs over a period of just 9 weeks. The reasons for this would appear to be:

• When we sing using written music we are also reading.
• Specific features of music make the reading more memorable, including the rhythm and melody of the songs.
• Memorising songs for younger children helps to teach sight word recognition.
• Songs like poetry are often characterised by rhyme, sound repetition and alliteration and can enhance phonemic awareness.
• Songs become a form of repeated reading without the boredom of regular class repeated reading.

Becky Iwasaki decided to try to use music with grade 1 to improve reading ability by teaching them at least two songs each week. She used a consistent format that included the following structure that requires 10-15 minutes each day:

Day 1 - She chooses a relatively common song and has it playing in the background when the children arrive at school. She then introduces the words to the song on a chart and encourages them to follow the words as they try to sing it. She repeats this several times during the day. Later in the day she leads a discussion concerning the meaning of the song. She might also use the song to do word searches, sight words etc.

 

Above: Image courtesy Wiki Commons

 

Day 2 - The same song is sung chorally using the chart and also their own printed copies. She encourages them to identify words from the song that they recognise as sight words. She might discuss words that rhyme, word families (e.g. 'un' as in run, fun, sun etc).

Day 3 - She again starts the day by singing the song and then follows it with focussed word study using word families, writes them on the board, gets the students to read them, find others like them etc.

Above: Courtesy Wiki Commons

Day 4 - They again sing the song and follow this by sharing favourite parts of the song, and finish the day by writing in their journals about the feelings evoked by the song.

Day 5 - The song is again sung then it is performed for another audience (e.g. another class, parents, school principal etc).

While I don't find the elements of the structure used in the above approach all that novel and exciting, the approach clearly worked. My suggestion is that the above approach could be supplemented in other ways to make it even more engaging if repeated a number of times. To give more variety to the approach I would suggest:

• Careful choices of songs that have appropriate words and topic interest for the age group.
• Supplementation of the Iwasaki approach with some related literature or poetry (this would be ideal on day two or three).
• The use of craft, drama, dance and art in association with the learning of the songs (this would be a great thing to do on day 5).

Of course, none of my suggested supplements should reduce the time spent actually reading the words and singing the song, for time on task reading is critical to improvement. I would love to hear from readers who have also found that music can help literacy.

What rappers can teach us about language

Have you ever taken the time to think about how complex the English language is and how challenging it is for the young and the non-native speaker? Spoken language is tough enough, but reading and writing English are even more tricky. I can remember 25 years ago teaching teachers about literacy and demonstrating the complexity of literacy by using the example of the word 'run' and some of the many alternative meanings - 37 different meanings in fact! Here are some of these meanings in context for the same letters and sounds:

He went for a run
I had to go into the chicken run
He scored a run [that's how we score in cricket]
She had a run in her stocking
His nose began to run
Could you run up to the shop please?
He had the run(s) [sorry, an Australian colloquialism for diarrhoea]
Run you finger under the word
Can I take the car for a run?
The engine seems to run well.

As I shared in a previous post 'English the inventive language' (here), English is also a language that is constantly changing and expanding. I suggested in the post that word "...'play' is important for children's language and literacy development... (we) ...need to encourage creativity and inventiveness... children (need to be) encouraged to experiment and have fun with language." I love playing with words with children and they love it too - inventing words, rhyming words, using words in ambiguous ways and drawing attention to the ambiguity, using words in a different context to show how meaning can vary, using crazy sounds to make invented words and so on.

We need to immerse our children in a rich environment where language is demonstrated in all its complexity, where new words are shared, and where rhyme, rhythm and word play are encouraged. Rappers may well sing about some dark subjects at times, but the way they play with words and sound can teach us some basic lessons about language. Here is a funny example that will amuse, but will hopefully still make its point.

Australian Christiaan van Vuuren contracted tuberculosis while he was in Argentina late last year. He didn't know he had the disease until he returned to Sydney and was diagnosed and then quarantined in a hospital for 23 days. He shot the video below and posted it on YouTube while he was confined. In his words:

"I aint sick in the sense of being sick,
but sick in the sense of being sick sick"

To Sum up

• Language is constantly changing
• English is a very adaptable language
• Playing with language is a common and desirable thing to do with one's language
• Language play and inventiveness is good for children's language development, creativity, thinking ability, reading and writing
• We need to immerse our children in a language environment that is rich in spoken language, writing, reading, poetry, rhyme, music, drama, invention and creativity
  

Related posts

'English the inventive language' (here)
'Key Themes in Children's Literature: Humour' (here)
'20 Fun Language & Thinking Games for Travellers' (here)